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In this article, we report how a high school teacher (levels 10-12) usedgestures when facing a classroom situation not foreseen by him. The use ofgestures took place during the interaction with three students around theanalysis of the movement of an object in free fall. A qualitative analysis ofthe data was carried out from a conceptual framework that coordinates elementsof three theoretical approaches: documentational approach to didactics,activity theory and historical epistemology. The data collection was carriedout by videotaping the teacher-student interaction while the meaning productionprocess about the movement of an object in free fall took place. We considerthat the analysis of results shows that the coordination of gestures is, on theone hand, a semiotic resource that should be considered relevant in theteachers' resources system; and on the other hand, represents in itself, a wayof visualizing the cognitive structure that guides the actions of the teacher.

Uso de gestos-como recurso-mediador-por un profesor de bachillerato para enfrentar un desaf{\'i}o did{\'a}ctico no previsto por {\'e}l